1.  Steve Romano Technical Assistance Director Illinois PBIS Network

3. ExpectationSameRule Broad statement Apply to all people and settings General statement of behavior Limited in number (5-7) Positively stated. State criteria for successful performance Description of a specific behavior Measurable Can be setting specific Define expectations Align with expectations Routine: The set of steps that are followed for expectations/rules on a regular basis.

4. Expectation Routine Raise your hand. 1.Think of an on-task topic or question. 2.Quietly, raise hand to share. 3.Wait to be called upon. Be respectful Rule Rationale: Why ?

5. Three to five positively stated expectations are established  Expectations are visibly posted  Classroom expectations/rules align with school- wide expectations/rules  Expectations/Rules are introduced and rationales are provided  Behaviorally specific examples are provided

6. Consistent with School-Wide Expectations  Observable  Measureable  Positive  Understandable  Applicable – something the teacher will consistently enforce

7. Guideline: This Means: Example: Non-Example Observable I can see it. Raise hand and wait to be called on. Be your best. Measurable I can count it. Bring materials. Be ready to learn. Positively Stated I tell students what TO do. Hands and feet to self. No fighting. Understandable The vocabulary is appropriate for age/grade level I teach. Hands and feet to self. Rule for K-1: Maintain personal space. *Children of this age do not have a concept of “personal space.” Always Applicable I am able to consistently enforce. Stay in assigned area. Remain seated until given permission to leave. *This would not be applicable when students are working on certain types of group projects.

8.  Easy to review and reinforce  Can be modeled  Logical steps the students follow

9. The real rules in any classroom are defined by reality – by what the teacher actually permits. -Fred Jones

10. Post Reinforce Monitor Be Consistent! Teach Prompt

11. Best lessons are taught daily/weekly throughout the year.  Pre-Correction: provide a description of what the behavior will look like prior to directing students to perform a task.  Cue, Prompt, Remind: provide a previously taught cue to remind students to choose the appropriate behavior.  Clearly Explain : provide a clear description of how students’ behavior did or did not meet the stated expectation.  Model: demonstrate how to follow the rule.

12. Expectations/Rules within Routines Matrix Routines Expectations/Rules Entering the Classroom Completing Seat Work Small Group Participation Leaving Classroom Be Responsible Be on time. Have supplies/home work ready. Do neat work. Follow classroom procedures. Bring required materials. Complete all work. Line up quietly. Take needed supplies. Be Respectful Enter quietly. Sit up straight with feet and chair on the floor. Use time wisely. Raise your hand. Use kind words. Allow others to speak. Participate Take care of materials. Wait for signal to leave Be Safe Keep hands, feet and other objects to self. Walk at all times. Listen and follow directions. Stay on task. Be caring. Share. Clean up together as a team. Put things where they belong. Keep your space and our classroom clean.

13.  Avoid redirecting from behind your desk. The optimum distance for given a “command” is 3 feet. Face to face redirection or even a gentle “touch” when speaking should only be used if it is part of your “style”

14.  Avoid yelling across the room, especially if you are asking a student to “be quiet”

15.  Be direct. Look students in the eye. When directing, correcting or redirecting, you have the “right” to ask a student to “look at me” when you are speaking directly to them

16.  The “five second rule” of wait time when calling for a response may seem like a lifetime to both you and the rest of the class. Keep other students at bay and give the “kid” a chance.

17.  The “tough kid” thrives on loopholes; don’t leave any. Be specific and ask a student to repeat the request.

18.  Don’t compete or lose your cool. Try to avoid being “preachy” or condescending,. Now the hard ones: avoid sarcasm, watch your tone and body language.

19.  Many student view points towards student of the month, week, or even day less important and not nearly as satisfying as some immediate recognition. A simple “cool ticket” or a verbal good job or an “attaboy” or simply an enthusiastic “yes” is sometimes a powerful tool.